ABSTRACT
Studies by Kelley and Peterson (2002), Drago-Severson, Blum-DeStefano & Asghar (2013) and other researchers, have shown that in order for principals and other building leaders to be able to demonstrate the required expectations of “new” principal standards, they must engage in ongoing supervision, evaluation, coaching, and continuous career-long professional development. These studies also suggest that school districts, in their support and development of principals’ growth in competency capacity building, are more effective when the principal supervisor works in collaboration with principals they supervise/evaluate in a trusting, mutually respectful relationship of shared accountability for improving instruction and learning. This change plan initiative explores a mentor-coach model as an effective means of increasing principals’ ability to influence instruction and learning in their schools.
","abstract_html":"<p><strong>ABSTRACT</strong></p> <p>Studies by Kelley and Peterson (2002), Drago-Severson, Blum-DeStefano & Asghar (2013) and other researchers, have shown that in order for principals and other building leaders to be able to demonstrate the required expectations of “new” principal standards, they must engage in ongoing supervision, evaluation, coaching, and continuous career-long professional development. These studies also suggest that school districts, in their support and development of principals’ growth in competency capacity building, are more effective when the principal supervisor works in collaboration with principals they supervise/evaluate in a trusting, mutually respectful relationship of shared accountability for improving instruction and learning. This change plan initiative explores a <em>mentor-coach</em> model as an effective means of increasing principals’ ability to influence instruction and learning in their schools.</p>","abstract_has_math":false,"creators":["Riley, Noah"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Dr. Gloria Hall","Dr. Harrington Gibson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-12-01T08:00:00Z","date_published":"2018-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["professional development","leadership","capacity building","school leadership","evaluation","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/340","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Gloria Hall","Dr. Harrington Gibson"]},{"key":"dc:creator","label":"Author","values":["Riley, Noah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-12-22T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["professional development","leadership","capacity building","school leadership","evaluation","Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/340"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["ABSTRACT
Studies by Kelley and Peterson (2002), Drago-Severson, Blum-DeStefano & Asghar (2013) and other researchers, have shown that in order for principals and other building leaders to be able to demonstrate the required expectations of “new” principal standards, they must engage in ongoing supervision, evaluation, coaching, and continuous career-long professional development. These studies also suggest that school districts, in their support and development of principals’ growth in competency capacity building, are more effective when the principal supervisor works in collaboration with principals they supervise/evaluate in a trusting, mutually respectful relationship of shared accountability for improving instruction and learning. This change plan initiative explores a mentor-coach model as an effective means of increasing principals’ ability to influence instruction and learning in their schools.
"]},{"key":"dc:title","label":"Title","values":["Creating Conditions For A Collaborative Relationship Between Principals And Their Supervisors: A Change Initiative"]}]}],"canonical_facts":{"dc:contributor":["Dr. Gloria Hall","Dr. Harrington Gibson"],"dc:creator":["Riley, Noah"],"dc:date.available":["2018-12-22T08:00:00Z"],"dc:description.abstract":["ABSTRACT
Studies by Kelley and Peterson (2002), Drago-Severson, Blum-DeStefano & Asghar (2013) and other researchers, have shown that in order for principals and other building leaders to be able to demonstrate the required expectations of “new” principal standards, they must engage in ongoing supervision, evaluation, coaching, and continuous career-long professional development. These studies also suggest that school districts, in their support and development of principals’ growth in competency capacity building, are more effective when the principal supervisor works in collaboration with principals they supervise/evaluate in a trusting, mutually respectful relationship of shared accountability for improving instruction and learning. This change plan initiative explores a mentor-coach model as an effective means of increasing principals’ ability to influence instruction and learning in their schools.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/340"],"dc:subject":["professional development","leadership","capacity building","school leadership","evaluation","Education"],"dc:title":["Creating Conditions For A Collaborative Relationship Between Principals And Their Supervisors: A Change Initiative"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}